Confronting the odds : students at risk and the pipeline to higher education by Laura Horn(
Book
)3
editions published
in
1997
in
English
and held by
404 WorldCat member
libraries
worldwide
Presents "Confronting the Odds: Students At Risk and the Pipeline to Higher Education," a statistical analysis report published
by the National Center for Educational Statistics (NCES) of the U.S. Department of Education. Notes that the purposes of the
report are to understand the junctures in the pipeline to college enrollment where at-risk high school graduates leave and
what factors help at-risk students successfully enroll in college. Offers access to download the full report. Links to the
NCES Electronic Catalog

Toward resiliency : at-risk students who make it to college by Laura Horn(
Book
)3
editions published
in
1998
in
English
and held by
364 WorldCat member
libraries
worldwide
This study examined whether or not student, parent, and peer engagement factors that contribute to at-risk students' success
in graduating from high school continue to be important in making the transition from high school to postsecondary education.
The data set used was the National Education Longitudinal Study of 1988, which included 1994 data obtained two years after
students' scheduled high school graduation. At-risk students exhibited two or more of six risk factors, including "family
in the lowest socioeconomic quartile" or "held back a grade". Analysis used alternative statistical methodology, specifically
regression analysis and the "odds ratios" produced by this procedure. Key findings indicated that: (1) students whose parents
frequently discussed school-related matters and/or had high educational expectations were much more likely than other students
to enroll in postsecondary education; (2) students who reported that most or all of their high school friends planned to attend
college were far more likely to attend themselves; (3) participating in college preparation activities such as gathering information
about financial aid increased the odds of enrolling in postsecondary education; and (4) moderate- to high-risk students participating
in college outreach programs were more likely to attend college. Appended are a glossary and technical and methodology notes.
(Contains 11 references.) (Db)

Stopouts or stayouts? : undergraduates who leave college in their first year by Laura Horn(
Book
)3
editions published
in
1998
in
English
and held by
358 WorldCat member
libraries
worldwide
This report examines the beginning of the educational experiences of students who leave college before their second year,
both those who return to college later (stopouts) and those who do not return (stayouts). The report is based on data from
the 1989-90 Beginning Postsecondary Students Longitudinal Study. First-year students in 1989-90 were followed up in 1992 and
1994. Among study highlights are the following: overall, nearly 30 percent of first-year students left before their second
year; 64 percent of students who left the 4-year sector returned within five years (stopped out), whereas half of students
who left the public 2-year sector stopped out and half stayed out; among stopouts in the 4-year sector 42 percent returned
to the same institution, whereas in the public 2-year sector, 57 percent returned to the same institution; and in both sectors,
students who stayed out were more likely to be older, to have children, and to work full time. Twenty-four tables and figures
present data in sections on: overview of first-year leavers, stopout path from 4-year institutions, stopout path from public
2-year institutions, and characteristics of stopouts and stayouts. Appended are a glossary and technical notes. (Contains
18 references.) (DB)

Undergraduates who work by Laura Horn(
Book
)3
editions published
in
1998
in
English
and held by
345 WorldCat member
libraries
worldwide

Mapping the road to college : first-generation students' math track, planning strategies, and context of support by Laura Horn(
Book
)3
editions published
in
2000
in
English
and held by
262 WorldCat member
libraries
worldwide
This publication compares first-generation students (i.e., those whose parents have no more than a high school education)
with their peers whose parent or parents attended college. It focuses on mathematics course taking--the effectiveness of taking
algebra in 8th grade and advanced math courses in high school for subsequent college enrollment--and planning strategies students
used to prepare for college. The report also examines the involvement of students' parents, teachers, and other "institutional
agents" capable of helping them prepare for college. The results of the study offer both negative and positive findings concerning
the experiences of first-generation students. On the negative side, even after controlling for measures of academic achievement,
family income, family structure (single versus two parents), and other related characteristics, first-generation students
were less likely than their peers to participate in academic programs leading to college enrollment. Consequently, they were
much less likely to enroll in college within two years of graduating from high school. The disparity between first-generation
students and their peers from families where at least one parent had attained a bachelor's degree was especially notable.
On the positive side, regardless of parents' educational attainment, students' achievement, and other related factors, students
who completed mathematics programs beyond the level of Algebra 2 substantially increased their chances of enrolling in a 4-year
college. In addition, other factors such as parents' participation in college preparation activities and students receiving
help from their high school in the application process also increased students' chances of enrolling in college (at any level).
(Contains 23 references.) (ASK) Note:The following two links are not-applicable for text-based browsers or screen-reading
software

Getting ready to pay for college : what students and their parents know about the cost of college tuition and what they are
doing to find out by Laura Horn(
Book
)7
editions published
in
2003
in
English
and held by
247 WorldCat member
libraries
worldwide
This study used data from the Parent and Youth Surveys of the 1999 National Household Education Surveys Program (nhes:1999)
to investigate how much "college-bound" students in grades 6 through 12 and their parents know about the cost of attending
college and the relationships between their knowledge of college costs and how they go about preparing for college. It examined
whether parents had started to save for their children's education, gathered information on financial aid, and knew about
various tax credits to help offset costs. Students were asked about discussions they had with parents or teachers or counselors
to learn about college costs, academic requirements, and financial aid availability. The base sample consisted of 7,910 students
in grades 6 through 12 who participated in nhes:1999. Almost all planned to attend college, while only 18% of students and
30% of parents had obtained information about what it would cost to attend. The older students were, the more likely they
were to have gathered information about costs. The likelihood of having knowledge also increased with household income and
parents' education. Findings show that students who can least afford college are least aware of what it costs to attend. Four
appendixes contain supplemental information, including tables and technical notes. (Contains 34 tables, 14 figures, and 23
references.) (Sld)